Third-Year Medical Student, Oregon Health and Science University School of Medicine.
Second-Year Medical Student, Oregon Health and Science University School of Medicine.
MedEdPORTAL. 2022 Apr 19;18:11241. doi: 10.15766/mep_2374-8265.11241. eCollection 2022.
An estimated 11% of medical students experience suicidal ideation during medical school. Many medical schools teach students how to intervene on behalf of patients experiencing suicidal ideation, but no curriculum in teaches students how to intervene on behalf of peers.
The authors designed, implemented, and evaluated a 2-hour workshop to equip medical students with skills and resources to intervene on behalf of a peer in crisis. This workshop comprised a peer-led didactic session and small-group sessions with role-plays and a guided debrief. The resource included a slide deck for the didactic session, a facilitator guide for the small-group session, a student handout with role-plays and self-evaluation questions, and the pre-/postsurvey.
This workshop was conducted with cohorts of first- and second-year medical students ( = 273) in October and November 2019. Pre-/postsurveys showed the greatest improvements in suicide prevention knowledge (self-rated) and the confidence in and likelihood of asking peers about suicide.
Student feedback indicated that the most valuable parts of the workshop were the peer-led nature of the didactic session, the perspective of a peer's lived experience, and the role-plays. Opportunities for improvement included the scheduling of the session, the potentially triggering nature of the role-play exercises, and the importance of enabling students to opt out discreetly. A version of this workshop is now a permanent part of the first-year curriculum at our institution.
据估计，有 11%的医学生在医学院期间有过自杀意念。许多医学院都教授学生如何代表有自杀意念的患者进行干预，但没有任何课程教导学生如何代表同龄人进行干预。
作者设计、实施和评估了一个 2 小时的工作坊，旨在使医学生具备代表处于危机中的同龄人进行干预的技能和资源。该工作坊包括一个由同龄人领导的讲座和小组会议，其中包括角色扮演和指导讨论。该资源包括讲座的幻灯片、小组会议的指导手册、带有角色扮演和自我评估问题的学生讲义，以及预/后调查。
该工作坊于 2019 年 10 月和 11 月在一年级和二年级医学生（n=273）中进行。预/后调查显示，在预防自杀知识（自我评估）以及询问同龄人自杀问题的信心和可能性方面，学生的得分有了最大的提高。
学生反馈表明，工作坊最有价值的部分是讲座的同龄人主导性质、同龄人的生活体验视角以及角色扮演。需要改进的方面包括会议的安排、角色扮演练习的潜在触发性质，以及使学生能够 discreetly 选择退出的重要性。该工作坊的一个版本现已成为我们机构一年级课程的永久组成部分。
